The study used tailored interventions for ten schools which were deemed chronically low performing in Florida. Treatment schools included a majority of students that were minorities, economically disadvantaged and academically struggling or at-risk of failure. The ten schools received a progression of intensive professional development and coaching for principals and teachers. Principals and district leaders received specific and actionable feedback in 30-day cycles to improve teaching and ensure fidelity to standards-based instruction. While teacher and student value-added metrics are not yet available for analysis, preliminary results show that 70% of schools increased their school letter grade. Moreover, three treatment schools increased two letter grades, four schools increased one letter grade and three schools received the same letter grade.